If you have a web
site on Waldorf education, feel free to link to this page.

1.
What is Waldorf education?

Waldorf education
is a unique and distinctive approach to educating children that is practiced
in Waldorf schools worldwide. Waldorf schools collectively form the largest,
and quite possibly the fastest growing, group of non-profit, independent
schools in the world. There is no centralized administrative structure
governing all Waldorf schools; each is administratively independent, but
there are established associations which provide resources, publish materials,
sponsor conferences, and promote the movement.

2.
What is unique about Waldorf education? How is it different from other
alternatives (public schooling, Montessori, unschooling, etc.)?

The best overall
statement on what is unique about Waldorf education is to be found in the
stated goals of the schooling: "to produce individuals who are able, in
and of themselves, to impart meaning to their lives".

The aim of Waldorf
schooling is to educate the whole child, "head, heart and hands". The curriculum
is as broad as time will allow, and balances academics subjects with artistic
and practical activities.

Waldorf teachers
are dedicated to creating a genuine love of learning within each child.
By freely using arts and activities in the service of teaching academics,
an internal motivation to learn is developed in the students, doing away
with the need for competitive testing and grading.

Some distinctive
features of Waldorf education include the following:

Academics are de-emphasized
in the early years of schooling. There is no academic content in the Waldorf
kindergarten experience (although there is a good deal of cultivation of
pre-academic skills), and minimal academics in first grade.
Literacy readiness begins in kindergarten with formal reading instruction
beginning in grade one. Most children are reading independently by the
middle or end of second grade.

During the elementary
school years (grades 1-8) the students have a class (or "main lesson")
teacher,
who stays with the class for a number of consecutive years. Many
teachers stay with their class from first to eighth grade. However, in
a number of schools, teachers are likely to stay with a class for a
shorter period: a class may have one class teacher for grades 1-5 and
another for grades 6-8, for example.

Certain activities which
are often considered "frills" at mainstream schools are central at Waldorf
schools: art, music, gardening, and foreign languages (usually two in elementary
grades), to name a few. In the younger grades, all subjects are introduced
through artistic mediums, use the children respond better to this medium
than to dry lecturing and rote learning. All children learn to play recorder
and to knit.

There are no "textbooks"
as such in the first through fifth grades. All children have "main lesson
books", which are their own workbooks which they fill in during the course
of the year. They essentially produce their own "textbooks" which record
their experiences and what they've learned. In some
schools upper grades may use textbooks to supplement skills development,
especially in math and grammar.

Learning in a Waldorf
school is a noncompetitive activity. There are no grades given at the elementary
level; the teacher writes a detailed evaluation of the child at the end
of each school year.

The use of electronic
media, particularly television, by young children is strongly discouraged
in Waldorf schools.

The Waldorf curriculum
is designed to be responsive to the various phases of a child's development.
The relationship between student and teacher is, likewise, recognized to
be both crucial and changing throughout the course of childhood and early
adolescence.

The main subjects,
such as history, language arts, science and mathematics are, as mentioned,
taught in main lesson blocks of two to three hours per day, with each block
lasting from three to five weeks.

The total Waldorf
curriculum has been likened to an ascending spiral: subjects are revisited
several times, but each new exposure affords greater depth and new insights
into the subject at hand.

A typical Lower School
curriculum would likely look something like the following:

In 1919, Rudolf Steiner,
the Austrian philosopher, scientist and artist, was invited to give a series
of lectures to the workers of the Waldorf-Astoria cigarette factory in
Stuttgart, Germany.

As a result, the
factory's owner, Emil Molt, asked Steiner to establish and lead a school
for the children of the factory's employees. Steiner agreed to do so on
four conditions: - the school should
be open to all children; - it should be coeducational; - it should be a
unified twelve-year school; and that - the teachers,
those who would be working directly with the children, should take the
leading role in the running of the school, with a minimum of interference
from governmental or economic concerns.

Molt agreed to the
conditions and, after a training period for the prospective teachers, die
Freie Waldorfschule (the Free Waldorf School) was opened September 7, 1919.

Currently, there
are about
1,000 Waldorf schools in 60 countries. Approximately 150
Waldorf schools are currently operating in North America. There are also
public Waldorf programs in Milwaukee, Wisconsin and Detroit, Michigan.

Consistent with his
philosophy called anthroposophy, Steiner designed a curriculum responsive
to the developmental phases in childhood and nurturing of children's imaginations.
He thought that schools should cater to the needs of children rather than
the demands of the government or economic forces, so he developed schools
that encourage creativity and free-thinking.

The main reason is
that Waldorf schools honor and protect the wonder of childhood. Every effort
is expended to make Waldorf schools safe, secure and nurturing environments
for the children, and to protect their childhood from harmful influences
from the broader society.

Secondly, Waldorf
education has a consistent philosophy of child development underlying the
curriculum. All subjects are introduced in age appropriate fashion.

Finally, Waldorf
schools produce graduates who are academically advantaged with respect
to their public school counterparts, and who consistently gain admission
to top universities.

Dr. Rudolf
Steiner was a highly respected and well published scientific, literary
and philosophical scholar who was particularly known for his work on Goethe's
scientific writings. He later came to incorporate his scientific investigations
with his interest in spiritual development. He became a forerunner in the
field of spiritual scientific investigation for the modern 20th century
individual.

His background in
history and civilizations coupled with his observation in life gave the
world the gift of Waldorf Education. It is a deeply insightful application
of learning based on the Study of Humanity with developing consciousness
of self and the surrounding world.

9.
How is reading taught in a Waldorf school? Why do Waldorf students wait
until 2nd grade to begin learning to read?

Waldorf education
is deeply bound up with the oral tradition, typically beginning with the
teacher telling the children fairy tales throughout kindergarten and first
grade. The oral approach is used all through Waldorf education: mastery
of oral communication is seen as being integral to all learning.

Reading instruction,
as such, is deferred. Instead, writing is taught first. During the first
grade year the children explore how our alphabet came about, discovering,
as the ancients did, how each letter's form evolved out of a pictograph.
Writing thus evolves out of the children's art, and their ability to read
likewise evolves as a natural and, indeed, comparatively effortless stage
of their mastery of language.

Seasonal festivals
serve to connect humanity with the rhythms of nature and of the cosmos.
The festivals originated in ancient cultures, yet have been adapted over
time. To join the seasonal moods of the year, in a festive way, benefits
the inner life of the soul. Celebrating is an art. There is joy in the
anticipation, the preparation, the celebration itself, and the memories.

The four seasonal
festivals are Michaelmas (fall), Christmas (winter), Easter (spring), and
St. John (summer).

Michaelmas, September
29: St. Michael is known as the conqueror of the dragon, the heavenly hero
with his starry sword (cosmic iron) who gives strength to people.

Christmas: An ancient
festival; celebrated when the sun sends the least power to the earth, as
a festival which awakens in the human being an inkling of the very wellsprings
of existence, of an eternal reality. It is a time when the soul withdraws
into the innermost depths to experience within itself the inner spiritual
light.

Easter derives its
name from pre-Christian goddess symbols of rebirth, fertility and spring.
The renewal of man's being is celebrated with that of the earth. Ancient
symbols of the hare and egg are both known as signs of the return of life
after winter's sleep.

St. John - June 24
- Midsummer Day: Ancient peoples, watching the sun reach its high point
at this time, lit bonfires to encourage it to shine and ripen their crops.
It is a time when the cosmos brings the spiritual to man - a time when
the spiritual, which animates and weaves through everything in nature,
is revealed.

The reasons for this
have as much to do with the physical effects of the medium on the developing
child as with the (to say the least) questionable content of much of the
programming. Electronic media are believed by Waldorf teachers to seriously
hamper the development of the child's imagination - a faculty which is
believed to be central to the healthy development of the individual. Computer
use by young children is also discouraged.

Waldorf teachers
are not, by the way, alone in this belief. Several books have been written
in recent years expressing concern with the effect of television on young
children. See, for instance, Endangered Minds by Jane Healy, Four Arguments
for the Elimination of Television by Jerry Mander, or The Plug-In Drug
by Marie Winn.

Tuition costs vary
from school to school and are comparable to other independent schools in
the same geographic location that are not subsidized through church affiliations.
In the United States, Waldorf schools are non-profit and independent, and
are supported by tuition income, fees, and charitable contributions. Most
Waldorf schools have active tuition assistance programs and many offer
"sibling discounts". Some have a stated principle that they will not deny
a child a Waldorf education based strictly on financial considerations.
There now also are a number of public Waldorf charter schools, that don't
charge tuition. (See Public
Waldorf Education)

While requirements
within individual schools may vary, as a rule Class Teachers will have
both a university degree and teaching certification from a recognized Waldorf
teacher education college or institute. Some
Waldorf education programs can also grant
B.A. and M.A. degrees in conjunction with
Waldorf teaching certification. Typically, the course of study for teachers
is from two to three years and includes practice teaching in a Waldorf
school under the supervision of experienced Waldorf teachers. Teachers
must also satisfy whatever state credential and licensing requirements
might apply.

Rudolf Steiner, speaking
in Oxford in 1922, defined "three golden rules" for teachers: "to receive
the child in gratitude from the world it comes from; to educate the child
with love; and to lead the child into the true freedom which belongs to
man."

15.
Why do Waldorf students stay with (ideally) the
same teacher for 8 years?

Between the ages
of seven and fourteen, children learn best through acceptance and emulation
of authority, just as in their earlier years they learned through imitation.
In elementary school, particularly in the lower grades, the child is just
beginning to expand his or her experience beyond home and family. The class
becomes a type of "family" as well, with its own authority figure - the
teacher - in a role analogous to parent.

With this approach,
the students and teachers come to know each other very well, and the teacher
is able to find over the years the best ways of helping individual children
in their schooling. The class teacher also becomes like an additional family
member for most of the families in his/her class.

It's worth noting
that this approach was the norm in the days of the "little red schoolhouse".

16.
How are personality conflicts between students and teachers handled?

This is a very common
concern among parents when they first hear about the "Class Teacher" method.
However, in practice, the situation seems to arise very rarely, especially
so when the teacher has been able to establish a relationship with the
class right from the first grade. Given the sort of person who is motivated
to become a Waldorf teacher, incompatibility with a child is infrequent:
understanding the child's needs and temperament is central to the teacher's
role and training. If problems of this sort should occur, the faculty as
a whole would work with the teacher and the family to determine and undertake
whatever corrective action would be in the best interests of the child
and of the class.

In the sense of subscribing
to the beliefs of a particular religious denomination or sect, no. Waldorf
schools, however, tend to be spiritually oriented and are based out of
a generally Christian perspective. The historic festivals of Christianity,
and of other major religions as well, are observed in the class rooms and
in school assemblies.

Classes in religious
doctrine are not part of the Waldorf curriculum, and children of all religious
backgrounds attend Waldorf schools. Spiritual guidance is aimed at awakening
the child's natural reverence for the wonder and beauty of life.

18.
How do Waldorf children fare when they transfer to "regular" schools? Is
it true that once you start Waldorf schooling it is difficult to "make
it" in public schools?

Generally, transitions
to public schools, when they are anticipated, are not problematical. The
most common transition is from an eight grade Waldorf school to a more
traditional high school, and, from all reports, usually takes place without
significant difficulties.

Transitions in the
lower grades, particularly between the first and fourth grades, can potentially
be more of a problem, because of the significant differences in the pacing
of the various curriculums. A second grader from a traditional school will
be further ahead in reading in comparison with a Waldorf schooled second
grader; however, the Waldorf schooled child will be ahead in arithmetic.

The term "anthroposophy"
comes from the Greek "anthropos-sophia" or "human wisdom". Steiner expanded
an exacting scientific method by which one could do research for her/himself
into the spiritual worlds. The investigation, known also as Spiritual Science
is an obvious complement to the Natural Sciences we have come to accept.
Through study and practiced observation, one awakens to his/her own inner
nature and the spiritual realities of outer nature and the cosmos. The
awareness of those relationships brings a greater reverence for all of
life.

Steiner and many
individuals since, who share his basic views, have applied this knowledge
in various practical and cultural ways in communities around the world.
Most notably, Waldorf schools have made significant impact on the world.
Curative education, for mentally and emotionally handicapped adults and
children, has established a deep understanding and work with people who
have this difficult destiny. Bio-dynamic farming and gardening greatly
expand the range of techniques available to organic agriculture. Anthroposophical
medicine and pharmacy, although less widely known in the US, are subjects
of growing interest.

It should be stressed
that while anthroposophy forms the theoretical basis to the teaching methods
used in Waldorf schools, it is not taught to the students.

Anthroposophy
has its roots in the perceptions, already gained, into the spiritual world.
Yet these are no more than the roots. The branches, leaves, blossoms, and
fruits of Anthroposophy grow into all the fields of human life and action.

20.
Where can one get more information on Anthroposophy on the Internet?

The Anthroposophical
Society in America is a good place to start. Wikipedia
has a good article on the subject. RSArchive publishes many of the works
online by Steiner as the founder of both Waldorf and anthroposophy (books,
lectures,
articles and essays
on anthroposophy). For most of Steiner's works on Waldorf education online,
mostly lectures and discussions with teachers, see here.
AnthroMedia is one of the largest
portals on the net on activities born out of or inspired by anthroposophy.

Waldorf schools hesitate
to categorize children, particularly in terms such as "slow" or "gifted".
A given child's weaknesses in one area, whether cognitive, emotional or
physical, will usually be balanced by strengths in another area. It is
the teacher's job to try to bring the child's whole being into balance.

A child having difficulty
with the material might be given extra help by the teacher or by parents;
tutoring might also be arranged. Correspondingly, a child who picked up
the material quickly might be given harder problems of the same sort to
work on, or might be asked to help a child who was having trouble.

22.
How well do Waldorf graduates do on standard tests? How well do Waldorf
high school graduates do in college?

To the best of our
knowledge, no controlled studies have been done on these questions, but
anecdotal evidence collected from various sources would seem to suggest
that Waldorf graduates tend to score toward the high end on standardized
examinations such as the Scholastic Aptitude Tests. As far as higher education
goes, Waldorf graduates have been accepted as students at, and have graduated
from, some of the most prestigious colleges and universities in the United
States.

Most simply put,
eurythmy is a dance-like art form in which music or speech are expressed
in bodily movement; specific movements correspond to particular notes or
sounds. It has also been called "visible speech" or "visible song".

Eurythmy is part
of the curriculum of all Waldorf schools, and while it often puzzles parents
new to Waldorf education, children respond to its simple rhythms and exercises
which help them strengthen and harmonize their body and their life forces;
later, the older students work out elaborate eurythmic representations
of poetry, drama and music, thereby gaining a deeper perception of the
compositions and writings.

Eurythmy enhances
coordination and strengthens the ability to listen. When children experience
themselves like an orchestra and have to keep a clear relationship in space
with each other, a social strengthening also results.

Eurythmy is usually
taught by a specialist who has been specifically trained in eurythmy, typically
for at least four years. In addition to pedagogical eurythmy, there are
also therapeutic ("curative") and performance oriented forms of the art.

The Anthroposophy-based
Camphill Movement has a particular focus on special needs individuals.
The social, cultural, and economic principles of the International Camphill
Movement were developed by Dr. Karl König (1902 - 1966). In Pennsylvania,
for example, Camphill Soltane attempts, "to build healthy social relationships
in an environment dedicated to personal and social renewal, healing, and
caring for the land. In these activities, both independence and interdependence
are fostered by recognizing the full potential of each individual. This
enables each person to grow into the life of the community while allowing
the community to grow within the individual".